Daily Kennebec journal. [microfilm reel] (Augusta, Me.) 1870-1975, 1887-12-31


other department of education. AT the
close Of the reading Of Prof. Hollis PAPER
came some exercises in singing by pupils Of
the Grammar school, conducted by Miss
Parke. The work done BY the young people
in these exercises was excellent, and =
grAfifying surprise to the audience. II
showed that good results which have come
from Miss Parke's thorough and careful in
struction. and was practical illustration Of
the value Of Prof. Hollis drill charts and
nodulatoFs in musical education-r The
closest attention was given the young people
during their performance and tits close they
were literally applauded.
Prof. Cefthell gave notice that he would
meet any who desired to visit the State House
in the parlors Of the Augusta House at $50
Prof. F. L. Harvey of the State College
then read forcible paper on "what and
How Much Science Teaching
in Common Schools" 1t is no longer to be
urged that the classical studies represent
all that is important ina liberal education.
There are many ways Of attaining the mental
acumen which entitle person TO the name
of scholars. We have nothing to urge
against the classes a. = branch of
education, they are of value to those who
contemplate the literary life. The cultiva
ton of only the subjective faculties units
man for practical objective observa-
ton Both should go hand in hand al
though the latter should naturally come first.
There are two great worlds, the world
without and the world within, the material
and the immaterial world. The sciences
correspond with these worlds as subjective
and objective.
The external senses stand first as a means
of education. They are the windows of the
soul. Through them come the percepts of
every day life.
The observing faculties are the dominant
ones of childhood and should therefore be most
carefully cultivated: The teacher should be
person Of scientific habits student of ma
ture, and with love for his work. Though
training in one science is to
be advised rather than surface work in many.
The biological sciences require no costly APP
paratus or large cabinets and children like an
inmate better than inanimate nature. Of the
biological sciences plant rather than animal
life, has the greatest hold upon the affection of
children.
Science study has generally been in different
till senior year, but experience has shown
that it can be advantageously introduced
much earlier Naturalists like facts are
with the scientific habits and need no instruct
ion in scientific observation. All children,
however, need such instruction. In conclu-
sion Prof. Harvey expressed willingness
and pleasure to assist the teachers of Maine
in any way in his power in building up the
teaching of science in our public schools.
On motion of Prof. Jordan of Lewiston it
was voted to defer the discussion of this sub
jest TO the morning session.
The meeting then adjourned to the even
ing session.
In the evening, despite the exceedingly
cold weather, quite large number showed
their interest by attending the lecture. The
subject of the lecture was Expression as q
means of culture The lecture was given
by c. W. Emerson, NJ. d., president of the
Monroe College of Oratory, Boston. The
speaker said that though a stranger he felt at
home because he was meeting teachers and
was in the heart of the earnest Old State of
Maine. Every form of education has a kind
of expression. No one knows anything of
mathematics till he begins to express them
BY expression the knowledge becomes part
of the person expressing. Without express
sion you do not get the truth of anything
Ii is possible to take in truth and hold it
secret in the bosom. God determined that
man should be chs mel for the truth.
Look ut nations that have tried to keep their
schools and knowledge secret, Egypt for ex-
ample, after its overthrow. To contine the
subject to elocution is expected of me. Flo
cution is not craze of Boston alone, it's
power is growing. Outside of the medical
profession there are not so many quacks as
in this profession. In a republic it lives and
grows. In Greece it meant the art of speak
ing well, now it includes the art of writing
well. When despotism rules there is no use
for oratory. The ancient elocutOnist was a
philosopher and studied man and drew out
the mind from the soul, thus calling out the
powers of the individual. Magnetism is the
power of persons soul. Every man who
has risen to eminence by his own powers has,
without exception, done so through oratory.
Grant was an orator. He influenced men so
that he obtained an opportunity to show his
splendid military genius. There is no power
save the power of soul. That teaching
which will call out, ordinate and put powers
unde- the will, is what is needed Don't
smut. out the child. Let his ideas come out
in his natural way, only do what you can to
bring them out. 1t is right for every person
to express himself naturally in voice and
gesture. Many times II paddock has been
put on the powers of expression at the dis
trict school. A person SO gets in this Old
way of expression that after, though he may
become educated and thus be enabled to see
the idea behind the words, yet force of habit
keeps back the true expression of the idea
obtained Remove the foreign from the
voice. from the expression. This is most
difficult to accomplish by reason of uncon-
scious imitation. You cant judge person
by his voice. The voice started from the
soul. somewhere and shows characteristics
of that soul, but the person now having it
may have obtained it by unconscious imitation.
The voice must he elastic. Each religious
denomination has a separate style of oratory.
| The speaker then described these with such
accuracy aud with such exquisite touches
! that the laughter became almost irresistible.
! Habits of muscles are seen in the gestures.
| The speaker here illustrated this truth so
happily that the audience were not slow to be
! lieye. The soul knows how to use the body
to express what is within it and all restraints
must be removed The vital motion not the
mechanical is wanted. To have them
brought from within is the best method of
teaching. The persons powers then come
like instinct When the speaker closed the
whole audience seemed to come back as if
they had been away from themselves. so in
tense had been the interest
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